Theme 1: To Keep or Not to Keep? Reference Sections in the Library Learning Commons

Most school libraries hold two two types of reference materials, print reference material (in physical form in the library) and online references (available through the internet or library databases). My current school library has both. Are both necessary? Should we consider eliminating printed reference materials in favour of digital sources? These are my thoughts and musings.

First, we can define a resource as “any material, regardless of form or location, which provides necessary answer(s)” (Riedling and Houston 3-4). Printed reference resources are found in the library in tangible form and are repositories of information. The videos below provide examples of the types of print references my school has in it’s designated reference section.

Some examples of digital reference materials include online journals and newspapers, as well as magazines, dictionaries, encyclopedic websites, blogs and atlases in interactive digital formats. Our school district hosts many age appropriate resources for elementary students here (SD41 Learning Portal).

In order to decide if printed resources should stay or go, I have to first stop and consider what the teacher-librarian’s role is in teaching information literacy, as this may influence my decision. A school librarian’s role has certainly changed from “keeper of the books, to a program director with specialized knowledge in information sources and services” (Riedling and Houston 105-6). The teacher-librarian has a responsibility to help develop information literate citizens. Information literacy is the “ability to find and use information with critical discrimination in order to build knowledge” (Asselin et al. ix). and the role of the teacher-librarian is to teach and facilitate the information literacy process.

The information literacy process is one that starts with a need, develops a plan to locate information, retrieves information (after evaluating the quality of the source), synthesizes it, and applies the new knowledge. The infographic below shows the skills needed to develop information literacy.

                                                                                                                                         (Osborne)

“Given the important role played by information skills instruction in helping students become effective users of information and ideas, it is essential that school librarians become highly proficient in all types of information skills instruction.” (Riedling and Houston 7). Although there are many information literacy models to help students develop their information skills (Information Search Process (ISP)/Guided Inquiry, Big6/Super3, REACT, etc.) I have had experience using the Big6 model and found it to be successful with my students. Eisenberg and Berkowitz’s Big6 model involves completing the six steps listed below:

• Task identification
• Information seeking strategies
• Location and access
• Information use
• Synthesis
• Evaluation

These steps are explained in more detail in the following video:

There is an understanding that the teacher-librarian should be skilled in information literacy instruction as there is a “significant relationship between the quality of information services provided in the library and student learning” (Riedling and Houston 7). Therefore, in order to facilitate this teaching using library reference resources, the librarian must have the ability to critically evaluate both print and digital reference materials. In their book, Reference Skills for the School Librarian: Tools and Tips, authors Riedling and Houston outline considerations for evaluating various kinds of print reference materials, compiled here. They also outline things to consider for the evaluation of web-based resources:

Consideration for Evaluation of Web-Based Resources:

• How are Web-based resources different from other materials?
• Is the information on the Web more comprehensive or timely than that of traditional resources?
• Will the Web-based resource contribute to deeper understanding of content or concepts?
• What is the purpose of a Web site?
• Who owns the Web site and why?
• Who is the author or creator of the information?
• Is the information accurate and reliable?
• How recent is the information?
• Is the information well written and grammatically correct?
• Does the site contain links to other sites that are useful—and unbiased?
• Does the Web site function efficiently?
• Does the site incorporate the unique capabilities of the World Wide Web?
• Is the information meaningful and useful for your research?                                                                                                                                                                                                 (Riedling and Houston 16)

Once the evaluations of the references are complete, the decision may be clearer as to whether or not to eliminate the print references. The teacher-librarian should evaluate whether the digital resources are found to be sufficient and not lacking in anything that the print references provide. They have to ensure whether or not the print references add something imperative that the digital references cannot deliver.

Since I do not yet have experience evaluating individual resources, I do not feel confident enough to make a fully informed decision for my school library based on this aspect. However, there are other considerations that influence my decision. Qualities that have me in favour of using digital references include the fact that there is “an almost unlimited storage capacity that continually expands, and the ability of search engines to select from an enormous assemblage of data only what is needed” (Riedling and Houston 99). Digital references also have the ability to stay current and updated continually. However, this does not necessarily negate keeping the print references available.

I have found that quite a lot of elementary aged school students are not very technologically savvy yet and it is easy for children to get confused when using a more complicated website or webtool. It makes sense to me to keep reference resources in print format available for the students at the elementary level “because of the difficulty young children experience in navigating the Internet”(Riedling and Houston 25). Print materials are organized in a much more straightforward format and this makes it easier to navigate and less likely to get ‘lost’ (eg. clicking in the wrong places in web sources and not knowing how to get back to where you need to). I can also forsee students’ attention getting distracted and heading down “rabbit trails” when online, moving their attention away from the task at hand. 

The availability and cost of electronic equipment and digital subscriptions must also be considered. At my current school, we only have three computers available in our library learning commons. This could considerably slow down information research due to lack of availability of equipment for an entire class. Providing both print and digital resources, provides more access. Cost may also be an inhibitor to eliminating print resources. Although print materials need to be re-purchased and updated regularly, digital equipment such as computers, laptops and iPads are much more costly and their systems also have an eventual shelf life. There are also ongoing costs associated with subscriptions to digital reference tools and websites, which usually have annual fees. Considering the limited budget for school libraries, careful consideration of costs is crucial.

In closing, I think it is important to continue to keep updated print references in our school libraries. Although the digital world provides an abundance of information, this doesn’t necessarily mean an increase in knowledge vs. print materials. The challenge regarding information “is not related to access or quantity. It’s more a matter of being able to effectively navigate the sea of information to obtain desired answers from authoritative sources” (Riedling and Houston 101). Even though “web materials can make steps easier, considerably more efficient, and certainly more comprehensive” (Riedling and Houston 103), this isn’t always the case. It is the expertise of the librarian, the information specialist who teaches information literacy processes and skills, that actually enables the students to thrive. It is not the digital or print references themselves that create student success. Therefore, my conclusion is that print references should stay in our school library (as long as they are appropriately weeded, updated and current) as their use and positive attributes can be taught as a part of information literacy instruction. Digital references should stay (for the quick and vast search benefits they provide) but I do not think they ‘replace’ the valuable qualities of print references. And as for teacher-librarians? They should undoubtedly stay!

Works Cited:

ASHS Educational Media Center. “The Big6 Skills.” YouTube, 2 Aug. 2020, https:/www.youtube.com/watch? v=2020,                                  FrtG7maFnFE.

Asselin, M., et al. Achieving Information Literacy: Standards for School Library Programs in Canada. The Canadian School                    Library Association, 2006.

Osborne, D. “Facts From the Stacks.” Freeman/Lozier Library Blog, Bellevue University Blog Network, 4 Oct. 2013, https://                         blogs.bellevue.edu/library/index.php/2013/10/information- literacy-month/.

Riedling, A. M., & Houston, C. Reference Skills for the School Librarian:Tools and Tips. 4th ed., Libraries Unlimited, 2019.

SD41 Learning Portal. “Elementary Web Resources.” Burnaby School District. https://learn.burnabyschools.ca/index.php/staff-                  resources/elementary-web-resources. Accessed 2 Feb. 2024.

SparkleyBarkley. “Reference Materials Part 1: Dictionary, Encycloped.” YouTube, 17 Nov. 2013, https://www.youtube.com/                          watch?v=48IKfyP-Nug.

SparkleyBarkley. “Reference Materials Part 2: Atlas and Almanacs.” YouTube, 17 Feb. 2014, https://www.youtube.com/watch?                     v=0AkhbhpdAKY&t=7s.